15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
3/15/2016 | 11:00 AM - 11:30 AM | Topical Session 5 | Royal Palm 1/2 | 7 - Family Perspectives and Support
A primary purpose of family-centered early intervention is to establish and maintain a strong parent-professional partnership. To this end, effective and positive communication and collaboration between partners is essential. The ultimate goal is for parents to become empowered as primary teachers, decision-makers, and advocates for their child. How do professionals best serve families in order for them to achieve their desired outcomes? Experts in early intervention support a coaching style of interaction (Rush & Shelden, 2011); one in which the professional nurtures the natural interaction between the parent and the child. Parental style, needs, and level of development -- not the professional's -- determine how to proceed with the objectives established for the child. Coaching and guiding parents requires skills that are different from those required to teach children. Professional development includes acquisition of knowledge and expertise in adult learning styles and preferences as well as a variety of coaching strategies and techniques designed to empower parents as the primary teachers of their child. This presentation will up-level and advance the knowledge and abilities of participants coaching families of children who are deaf/hard of hearing in early intervention. Specifically, participants will engage in learning about the following coaching strategies: listening, open-ended questions, and brainstorming and how they are utilized to establish and maintain a strong parent-professional partnership. These coaching strategies will be discussed, identified in videos and practiced during this session.
- Learner will demonstrate knowledge of effective listening strategies.
- Learner will identify use of effective questions in parent-professional interactions.
- Learner will describe the procedure of brainstorming for co-collaboration.
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(Co-Presenter), Children's Cochlear Implant Center at UNC, firstname.lastname@example.org;
Hannah Eskridge, MSP, CCC-SLP, LSLS Cert AVT, is the NCFI/ Barnhardt CASTLE Director an associate professor at the University of North Carolina-Chapel Hill. She has been working with children with hearing loss and their families for over 10 years and became certified in auditory verbal therapy in 2005. She directs the Professional Training Program as well as coordinates staff and various other programs. Hannah also conducts Listening and Spoken language parent participation sessions and tele-therapy sessions through the UNC REACH program.
(Co-Presenter), Children's Cochlear Implant Center at UNC, email@example.com;
Lillian Henderson, M.S.P., CCC-SLP, LSLS Cert AVT, earned a Master’s Degree from the University of South Carolina in Speech Pathology and is a LSLS Certified Auditory Verbal Therapist. Lillian works with cochlear implant recipients providing therapy and diagnostics to children who are deaf or hard of hearing learning spoken language. Lillian has also provided training to professionals throughout the United States and graduate students from various universities. She is a consultant with the Global Foundation for Children with Hearing Loss in Vietnam.
Financial - No relevant financial relationship exist.
Nonfinancial - No relevant nonfinancial relationship exist.
(Co-Presenter), Oberkotter Foundation Education Endeavor, firstname.lastname@example.org;
Kathryn Wilson, is the Director of Embedded Practice of the Oberkotter Foundation educational endeavor. Kathryn served as the Director of FIRST YEARS and as Assistant Clinical Professor at the University of North Carolina - Chapel Hill, since 2008 - 2014. In that role, she was responsible for overseeing the online certificate program, including managing the significant mentoring component for participants earning their certificates. As Director of Embedded Practice, Kathryn champions the mentoring and coaching opportunities, primarily through the use of distance technology for the Oberkotter Learning Community.